Today students were asked to bring their completed research graphic organizer to class. I allowed the students to work on this ditto with a partner for the first 15 minutes of class. The reason I allowed student this time to work with a partner was to strengthen their research by sharing ideas with a partner. I was happy that I allowed student to work during this time for this cleared up misconceptions that some of students had. As a future teacher, I am aware that in many activities I will act as the facilitator, and not the teacher who is the “know all”. I do not want to constantly be dictating what is correct or incorrect, nor do the students want to hear this. I am aware that peer editing helps students immensely. It is also helpful that struggling students are supported by their peers, and not just the teacher. I was happy to hear the conversation that was going on during this “peer research review”. Once students showed me that they were ready to talk about their findings, I directed the class to a full class discussion about what they had found. I encouraged everyone to actively listen, for they may hear something that interests them or information that they had not included that they could add to their own research. I was very excited to see the turnout on the research that the students had done and very impressed to see the level of conversation. I observed that students were connecting their own culture and typical Mexican culture to the Aztec’s culture. The level of conversation showed me that the students had worked hard researching, writing about information that interested them. This activity gave me confidence that students were ready to do their final project, the newsletter to the Aztecs. The project was passed out in class today. I asked for volunteers to read the project expectations and guidelines and also checked for understanding of these guidelines through student explanation (in their own words). I assured student that they were more than capable to achieve a four on this project and encouraged them to continue researching at home. I offered students without computer access to come during lunch and homeroom times to work on their projects. Allowing students this support allows every student to succeed.
Monday, March 16, 2009
March 6th Review of Research
Today students were asked to bring their completed research graphic organizer to class. I allowed the students to work on this ditto with a partner for the first 15 minutes of class. The reason I allowed student this time to work with a partner was to strengthen their research by sharing ideas with a partner. I was happy that I allowed student to work during this time for this cleared up misconceptions that some of students had. As a future teacher, I am aware that in many activities I will act as the facilitator, and not the teacher who is the “know all”. I do not want to constantly be dictating what is correct or incorrect, nor do the students want to hear this. I am aware that peer editing helps students immensely. It is also helpful that struggling students are supported by their peers, and not just the teacher. I was happy to hear the conversation that was going on during this “peer research review”. Once students showed me that they were ready to talk about their findings, I directed the class to a full class discussion about what they had found. I encouraged everyone to actively listen, for they may hear something that interests them or information that they had not included that they could add to their own research. I was very excited to see the turnout on the research that the students had done and very impressed to see the level of conversation. I observed that students were connecting their own culture and typical Mexican culture to the Aztec’s culture. The level of conversation showed me that the students had worked hard researching, writing about information that interested them. This activity gave me confidence that students were ready to do their final project, the newsletter to the Aztecs. The project was passed out in class today. I asked for volunteers to read the project expectations and guidelines and also checked for understanding of these guidelines through student explanation (in their own words). I assured student that they were more than capable to achieve a four on this project and encouraged them to continue researching at home. I offered students without computer access to come during lunch and homeroom times to work on their projects. Allowing students this support allows every student to succeed.
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